Friday, January 31, 2020
Organizational Behavior Essay Example for Free
Organizational Behavior Essay 1) Think about your own work experiences and/or current job. Can you distinguish between your job values, attitudes and moods? Identify two of each, and state why you classify them as you do. I think that the job values that I have towards my career are the same in any position that I may hold. I think that with hard work and dedication, 2) Evaluate your level of satisfaction/dissatisfaction with your current (or former) job (or role in a group or team) in terms of the various job facets discussed in this Lesson. How do you think your job-related behavior has been affected by your satisfaction/dissatisfaction with each of these facets (to the extent you can dissect the effects of each)? To what extent has your level of satisfaction changed over time? Why, or why not? Might this be related to how your needs have changed? In my opinion, the level of satisfaction/dissatisfaction that one may have in their plays a heavy role and influence on job longevity. Personally speaking, human relations supervision, creativity, coworkers, and ability utilization are some of the most important factors that may affect me and my outlook on my role and position in an organization. For example, I have been in job where I felt as though I was more qualified than my manager, and often found myself doing her job, and trying to cover up for her mistakes. I have also experienced severe job dissatisfaction with my role in the company, but stayed longer than intended because I genuinely liked my coworkers and had developed true friendships with them. Right now in my life, I would say that abillity utilization and creativity are two important factors that I consider when choosing a role. The relationships that I have with my co workers also play a major part, as for me spending 8-10 hour days in a small space with people you dont necessarily like can be pure torture. 3) Think about the Job Facet Model, Hertzbergs Motivator-Hygiene theory, and the Discrepancy Model as approaches to understanding how job satisfaction works. Which approach makes the most sense to you, and why? Relate your answer to your own work experience. 4) What do the leaders in your organization, group or team currently do to keep the level of member satisfaction high and/or improve the satisfaction of members? What effects, if any, do you see these actions as having on performance, absenteeism, lateness, turnover and organizational citizenship behavior? If their actions do little to keep satisfaction high, how would you evaluate the effects of low satisfaction on these five potential outcomes?
Wednesday, January 22, 2020
Thomas Hardys The Convergence Of The Twain Essay -- Sinking Titanic P
Thomas Hardy's The Convergence Of The Twain The poem The Convergence of the Twain, by Thomas Hardy, is about the sinking of the Titanic. The title alone describes the ship and the iceberg meeting as one. By choosing this title, the author automatically conveys a seriousness of the poem. The author uses various literary techniques to convey his mockery and careless attitude towards the sinking of the ship. In the first five stanzas, the author discusses the already submerged ship. ?Stilly couches she,? describes the ship resting on the bottom of the ocean. The lines, ?Jewels in joy designed?lie lightless, all their sparkles bleared and black and blind?, point out the waste of money, technology and craftsmanship going down with the ship which is consistently mentioned in these stanzas. In the next six stanzas he describes the iceberg and the ship meeting together as one in destiny. The use of personification found in the last five stanzas gives the ship its own power. The author refers to the ship as ?her? which makes the ship sound as though it has a mind of its own. The ship is also described as ?smart and growing in grace, stature, and hue.? This means that the ship was growing in confidence. ?She? thought she was untouchable and unsinkable. His attitude reflects his thoughts that the ship was on route to destiny, and no kind of human powers could stop it. The next literary technique used is irony. The lines ?Over the mirrors meant To glass the opulent the sea-...
Tuesday, January 14, 2020
Post Traumatic Stress Disorder in Children Essay
Abstract Post Traumatic Stress Disorder affects not only adults but also children. There are four major ways by which traumatic events may affect the psychological state of children: cognitively, affectively, behaviorally and psychosomatically. There are questions as to the sufficiency of the instrumentation used in determining and measuring of the disorder. Studies also show that the fear experienced by adults in seeing signs of aggression in children may be affecting adversely affecting the possible therapeutic benefits of normal child’s play and physical activity. There may be a need for programs specifically geared toward educating parents and primary care givers of children suffering from PTSD in how to handle and deal with the child’s disorder and psychological needs. Post Traumatic Stress Disorder in Children as a Result of Violence, Crime and War It is not unusual for most adults, particularly those who are parents, to keep bad things away from children. As much as possible, childhood should remain a time of innocence and joy without the responsibility or care for matters that trouble the world. But what if it just cannot be avoided and bad things happen to children? In the aftermath of unhappy events, how do children display trauma and what are the things that people should know in dealing with children suffering from post-traumatic stress disorder?            For example, the September 11, 2001 terror attacks left behind families and children who have lost moms and dads in that instant. Even adults and children who were indirectly affected by the attacks have grown to suffer feelings of anxiety and shattered security in their personal and familial safety (Smith & Reynolds, 2002). Besides the inevitable feelings of grief, children especially were left behind and often contend with nightmares and morbid pictures of the traumatic deaths their loved ones experienced as well as the stress and difficulty of trying to picture lives without mom or dad. It is also important to remember that the effects of trauma are not limited to those who suffer it directly (Sims, Hayden, Palmer & Hutchins, 2000, p. 41) The ubiquity of television also afforded children at home not only news of the attacks but also vivid pictures and descriptions of the tragedy and all its violence. The case of a 7-year old boy named Johnny is cited in the study (2002) by Smith and Reynolds.: Following the 9/11 attacks, Johnny developed a constant fear of his parents leaving home and getting killed by â€Å"bad men.†He also developed a phobia of elevators and would throw tantrums whenever his parents tried to make him use one. Johnny admitted to his therapist that his fear of elevator stemmed from a story he heard of how â€Å"people in the Twin Towers were trapped and killed while riding in the elevators.†(Smith & Reynolds, 2002)            Neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high profile event led to the American Psychiatric Association’s setting up of counseling services â€Å"focusing on grief, acute stress and Post Traumatic Stress Disorder (PTSD) (Smith & Reynolds, 2002). What is PTSD? Originally associated with survivors and veterans of the Vietnam War, PTSD refers to an impairment of an individual’s capability to function in everyday following exposure or experience of an exceptionally disturbing event. Besides war, this has grown to cover the ill mental and emotional effects of â€Å"natural and civilian catastrophes, criminal assault, rape, terrorist attacks and accidents.†(Murray, 1992, p. 315) The DSM IV presents a more broadened definition of traumatic exposure as â€Å"the person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others,†and which evoked â€Å"intense fear, helplessness, or horror†(Mcnally, 2003). This broadened definition also qualifies extreme horror at what other people’s experience or events outside their environment as possible causes of PTSD. Symptoms of PTSD include vivid and morbid imagery, numbing, disruptions in thoughts and cognition, delayed response and reaction, strong feelings of anxiety, persistence of nightmares and difficulties in dealing with and solving problems. (Foa & Meadows, 1997) Saylor and Swenson, et.al state that before the late 80’s there was minimal attention given to how children were affected by traumatic events. It took two powerful hurricanes, one devastating earthquake and the bombing of the Oklahoma Center before it was realized that there were very little preparedness in ministering to the psychological needs of traumatized children (Saylor, Swenson, Reynolds & Taylor, 1999, p. 70). In 1999, psychologist Barbara Lowenthal pegged the number of children in America being exposed to traumatic events each year at four million. These traumatic events include â€Å"physical, sexual and emotional abuse; neglect; accidents; severe injuries; and natural disasters.†Lowenthal also says that these children are at a high risk of suffering from PTSD and may cause them to be prone to developing phobias and other neuro-psychiatric disorders including anxiety and depression (Lowenthal, 1999). The National Center for Posttraumatic Stress Disorder (NCPTSD, 2001) reports that there is a higher likelihood of psychological symptoms associated with PTSD to be found among children who have experienced traumatic events before the age of 11 compared to those who suffer trauma at later ages. (Alat, 2002) Lowenthal also says that besides the general symptoms of PTSD, children who have suffered trauma are likely to develop difficulties in forming relationships, cognition and learning, as well as a â€Å"numbing†that may make affected children experience difficulty in understanding and expressing their feelings in addition to regulating their emotions. This often leads to â€Å"provocative behaviors†and avoidance of intimacy. (Lowenthal, 1999). In his article in the Journal of Multi-cultural Counseling and Development in 2004, Clinical psychologist and Fellow of the American Psychological Association (APA) Gargi Roysircar studied the case of 20-year old Yugoslavian à ©migrà © Stephen, who at the age of 10 witnessed the height of the civil war between Christians and Muslims in Kosovo in 1990. Stephen remembers witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines and be trained in combat to fight with the Serbian army. The next two years wold take Stephen all over the Balkans and would expose him to all kinds of privation and war atrocities. Eventually migrating as political refugees in the United States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment. The constant displacement he experienced in war along with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting.            Roysircar describes Stephen as having â€Å"recurrent thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a profound sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including â€Å"hiding in a basement and eating rats†especially when angry. He also displays a deep-seated hatred for the Muslims and believes â€Å"the Middle East should be wiped off the face of the Earth†(Roysircar, 2004).            This kind of behavior can very well be treated as expected according to an study published in the Australian Journal of Early Childhood in 2000. The researchers posit that in war-torn times, children are forced to adjust out of necessity for survival. This experience develops the idea of a dangerous world where no one can be trusted and therefore prompts children to be the aggressor rather than the victim (Sims, Hayden, Palmer & Hutchins, 2000, p. 41). According to Vazquez there are many conditions that fit the general description of PTSD. There are however differences in â€Å"depth, complexity and intensity†that require appropriate and often differing treatments (Vazquez, 2005). In Stephen’s case, the therapy method that worked for him involved deep self-reflection and existential therapy sessions with his counselor where he was able to open up and tell stories of his experiences and thoughts of his past and present, and dreams for the future (Roysircar, 2004). Effects and Treatment of Post Traumatic Stress Disorder It is important to remember that not every child who is exposed to or experiences trauma develops PTSD. Since the 1980’s there has been marked growth in the development of instrumentation in the measurement and treatment of PTSD in children. These assessment methods designed for children of different age groups include â€Å"structured interviews, questionnaires, self-report scales, inventories, and psychophysiological evaluation †(Alat, 2002) There are four major ways by which PTSD can affect children: cognitively,affectively, behavioral and physiological-somatically (Lowenthal, 1999; Alat, 2002). Cognitively, children experience fear at a possible repetition of the traumatic event. Some may even feel responsible for the traumatic event’s occurrence. There may also be confusion, academic and developmental problems, lowered IQ and diminished abilities in language and communication. In its affective effects, children with PTSD become emotionally fragile and are given to fits of outburst and anger. They develop low thresholds for stress and fear. They become nervous, compulsive and often feel a sense of futility. Behaviors can also become extreme. Affected children may become either very loud or very shy. It is not unusual for children to revert to juvenile behavior such as thumb sucking or regression in academic knowledge. They may also develop self-destructive behavior and become vulnerable to alcohol, drugs, and self-abuse. Children may also manifest PTSD in the form of physical sickness such as high temperatures, â€Å"vomiting and headaches†(Alat, 2002). There may also be instances of sleep and eating disorders, fatigue and â€Å"biochemical alterations in the brain†(Alat, 2002) Family members and teachers generally notice these symptoms first. At this time, it is important that both come together and develop ways of supporting the affected child. A school counselor may be able to help evaluate whether a child indeed has PTSD or not. Therapy with a professionally trained psychiatrist, psychologist, counselor or therapist is the treatment for persons diagnosed with PTSD. The methods employed however, may vary according to the severity of the disorder as may be observed in the individual. Majority of the suggested therapies that parents and educators are encouraged to employ with children suffering from PTSD are physical and social expression/reflection through group and one-on one interaction as well as play based therapies (Alat, 2002). This particular therapy however has encountered difficulties particularly after the 9/11 attacks and the idea that aggression addressed in the earlier stages will stave off future violent behavior. For example, a child who builds a tower of blocks and flies an airplane into them may be viewed as at-risk for future violence. This child’s behavior, in fact, may be a healthy and developmentally appropriate way to gain mastery over the child’s fears, anger, and confusion about Sept. 11. Smith and Reynolds (2002) decry this repression of a child’s possible â€Å"venting†or anger and state that instead of suppressing the aggression manifested by children at play, parents and educators should let children be within certain limits. As long as children do not cause harm to themselves, others or objects within their surroundings, it is best that they be allowed to express their anger and whatever negative feelings they have in a â€Å"therapeutic manner.†(Smith & Reynolds, 2002) Conclusion            The researcher observes that while there is an acceptance and awareness of the existence of Post Traumatic Stress Disorder among children, there still seem to be a lot of confusion as to what are the indicators of such disorder as well as the methods by which it should be addressed and treated. While Lowenthal (1999), Alat (2002) and other psychologists have managed to simplify such symptoms in four main categories, it is also stated in most studies that childhood trauma does not necessarily result in PTSD. There is still a question as to how the average lay person may be able to distinguish between delayed PTSD and natural defiance and common anxiety. The researcher also noticed that several of the symptoms listed in determining PTSD can also be found listed as symptoms of other psychological disorders in the DSM IV. The only difference is that with PTSD, there is a requisite traumatic event that is supposed to act as a trigger for the disorder. Smith and Reynolds (2002) make a valid point as to how adult paranoia of events that could possibly happen could seriously hinder the coping mechanism of children and therefore cause more harm than good. Logic dictates that feelings left unexpressed often come out one way or another. Alat also makes a good suggestion in encouraging teachers /educators to help children express their feelings in group discussions. As adults benefit largely in group therapy, there is no reason why children should not be able to do the same. Recommendations            Despite its many advancements in instrumentation and awareness, there are still many gray areas in how people can support and help children suffering PTSD. The researcher recommends that further studies be done with the objective of clarifying and further distinguishing PTSD symptoms from other psychological disorders so that those affected may receive the appropriate treatment.            The researcher further recommends that programs designed to educate teachers, primary care givers and parents in the impact of PTSD on children as well as the many ways they can help support the child’s treatment. Most of the child’s time is spent with family and school. It may perhaps speed up progress of therapy is extended beyond the time they spend with their clinical therapists.            There is the observation that adults may feel fear at what they perceive to be early signs of violence and aggression. The very fact that this sort of thinking exists stands as proof that attention to educating the people in a child’s environment with regard to what is natural and not in children’s behavioral patterns must be emphasized. Constant communication between parents and other people their children interact with particularly in the period following a traumatic event may also be helpful in gauging any effects the vent may have had.            Children exhibiting changes in behavior must also be carefully observed. As in the case of little Johnny who suddenly developed a fear of elevators, there may just be something behind the changes in a child’s behavior. Forcing them to face fears without completely understanding the root of these fears may only cause irreparable damage. These are just a few things that psychologists and behaviorists must educate parents and the other people in close contact with a child possibly suffering from post traumatic stress disorder in. References Alat, K. (2002). Traumatic Events and Children: How Early Childhood Educators Can Help. Childhood Education, 79(1), 2+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002498529 Foa, E., & Meadows, E. (1997). Psychosocial Treatments for Posttraumatic Stress Disorder: A Critical Review. 449+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000413895 Lowenthal, B. (1999). Effects of Maltreatment and Ways to Promote Children’s Resiliency. Childhood Education, 75(4), 204+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002315362 Mcnally, R. J. (2003). Progress and Controversy in the Study of Posttraumatic Stress Disorder. 229+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002051892 Murray, J. B. (1992). Posttraumatic Stress Disorder: A Review. Genetic, Social, and General Psychology Monographs, 118(3), 315-338. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=96430362 Roysircar, G. (2004). Child Survivor of War: A Case Study. Journal of Multicultural Counseling and Development, 32(3), 168+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5012181947 Saylor, C. F., Swenson, C. C., Reynolds, S. S., & Taylor, M. (1999). The Pediatric Emotional Distress Scale: a Brief Screening Measure for Young Children Exposed to Traumatic Events. Journal of Clinical Child Psychology, 28(1), 70-81. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=81021655 Sims, M., Hayden, J., Palmer, G., & Hutchins, T. (2000). Working in Early Childhood Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001127890 Smith, S., & Reynolds, C. (2002). Innocent Lost: The Impact of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002560442 Vazquez, S. R. (2005). A New Paradigm for PTSD Treatment: Emotional Transformation Therapy. Annals of the American Psychotherapy Association, 8(2), 18+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5011704316  Â
Monday, January 6, 2020
Quotations for Boss Appreciation Day
America and Canada have set aside 16 October (or the nearest working day) to celebrate Boss Appreciation Day. Employees think of innovative ways to express their gratitude to their bosses. Some say it with cards and flowers; others like to throw lavish parties. The first ever Boss Day was observed in 1958. That year, Patricia Bays Haroski, a secretary at the State Farm Insurance Company in Deerfield, Illinois, registered National Boss Day. Four years later, Illinois Governor Otto Kerner realized the importance of this occasion. National Boss Day became official in 1962. Today, the concept of Boss Day has spread to other countries too. Observing Boss Appreciation Day Boss Day can be just another excuse for fawning employees to win favors from their manager who controls their promotions and salary incentives. Often, celebrations can reach comical proportions, where employees fall over each other, trying to outdo their gestures. But an astute boss rarely falls for such sycophantic advances. Instead of smiling down on the toadies, good bosses reward the best workers on their team. The retail industry has shown a burgeoning commercial interest in Boss Day. Retail giants have swooped in to cash in on the card and gift sales. Merchandise such as mugs proclaiming No. 1 Boss to cards announcing Happy Boss Day generate tremendous revenues, as buyers throng to woo their bosses. You dont need to burn a hole in your pocket to impress your boss. Drop a Thank You note on their desk, share a meal, or simply wish your boss with a Happy Boss Day card. Good and Bad Bosses Bill Gates famously said, If you think your teacher is tough, wait until you get a boss. He doesnt have tenure. Your boss is the first point of contact with the corporate world. If you have a great boss, you can smoothly sail through the rest of your work life. However, if you have a bad boss, well, you can hope to learn from lifes challenges. On Boss Day share this tongue-in-cheek quotation by motivational speaker Byron Pulsifer: If it wasnt for bad bosses, I wouldnt know what a good one was like. A bad boss makes you appreciate the worth of a good one. Dennis A. Peer highlighted one way to separate the good bosses from the bad when he said, One measure of leadership is the caliber of people who choose to follow you. The boss is just a reflection of his team. The stronger the boss, the more resilient the team. With these Boss Day quotes, you can understand the role of bosses in the workplace. Your Boss May Need the Motivation It is not easy being the boss. You may hate your boss decisions, but at times, your boss has to swallow the bitter pill and play the hard taskmaster. Even the best bosses need recognition. Bosses feel reassured when their employees respond to them positively. Dale Carnegie, the best-selling author of How to Win Friends and Influence People said, There is only one way... to get anybody to do anything. And that is by making the other person want to do it. This quote about bosses reveals your boss well-kept secret. A bad manager may simply dump a project in your inbox; a good manager persuades you that the project will be good for your career. Appreciate Your Boss Leadership Qualities Compliment your boss on her leadership skills. As Warren Bennis said, Managers are people who do things right, while leaders are people who do the right thing. Emulate Your Success-Oriented Boss Is your boss good at his job or is he just plain lucky? You might think it is the latter, but if you see a pattern of successes, you will realize that your boss methodology actually works. Learn from his insights, and understand the way he thinks. You can gain valuable insight with his mentorship. A positive outlook, a never-say-die attitude, and a constant drive for greater accomplishment pave the road to success. Are You Stuck With a Boss From Hell? Short of getting transferred or switching jobs, there is precious little you can do about a good-for-nothing boss. You can only hope that his superiors will see the light and strip him of his managerial powers. If you have a disorganized or unreasonable manager, you will have to work around his flaws. So, tune out the negative thoughts and refresh your mind with positive thinking. A good sense of humor will bail you out of misery. On bad days when Murphys Law rules, entertain you with this hilarious Homer Simpson quote, Kill my boss? Do I dare live out the American dream? Look at the Bright Side Fortunately, most bosses have their plus points too. That disorganized superior may be a creative genius. That conniving manager could be a whiz with numbers. That lazy boss may never breathe down your neck. Assess your boss talent and efficiency by studying his work relationships. Good bosses earn respect from their colleagues and team members. Cary Grant said, Probably no greater honor can come to any man than the respect of his colleagues. This quote about respect provides great insight into workplace equations. How to Manage Your Boss Bosses are of different breeds and they come in all sizes and shapes. The best way to manage your boss is to let her know that you are by her side. Be the problem-solver, not the whining child. You will win her confidence by sorting out her problems along with your own. Make Boss Day a special occasion to strengthen the boss-employee relationship. Raise a glass in honor of your favorite boss. Remember the words of J. Paul Getty who said, The employer generally gets the employees he deserves.
Sunday, December 29, 2019
Definition and Examples of Alternation in Language
In linguistics, alternation is a variation in the form and/or sound of a word or word part. (Alternation is equivalent to allomorphy in morphology.) Also known as alternance. A form involved in an alternation is called an alternant. The customary symbol for alternation is ~. American linguist Leonard Bloomfield defined an automatic alternation as one thats determined by the phonemes of the accompanying forms (A Set of Postulates for the Science of Language, 1926). An alternation that affects only some morphemes of a particular phonological form is called non-automatic or non-recurrent alternation. Before we get to examples of alternations, here are other terms that are often confused with alternation, but actually have different meanings: AllomorphFree VariationGradabilityInflection and Inflectional MorphologyPhoneticsPhonologyPronunciationSuppletion Spelling and Sounds Certain English nouns ending in the consonant /f/ form their plurals with /v/ instead: leaf but leaves, knife but knives. We say that such items exhibit an /f/-/v/ alternation. . .A somewhat different alternation is found in related words like electric (which ends in /k/) and electricity (which has /s/ instead of /k/ in the same position).More subtle is the three-way alternation occurring in the English plural marker. The noun cat has plural cats, pronounced with /s/, but dog has plural dogs, pronounced with /z/ (though again the spelling fails to show this), and fox has plural foxes, with /z/ preceded by an extra vowel. This alternation is regular and predictable; the choice among the three alternants (as they are called) is determined by the nature of the preceding sound.(R.L. Trask, Language and Linguistics: The Key Concepts, 2nd ed., ed. by Peter Stockwell. Routledge, 2007) From Phonology to Morphology [T]ypically, an allomorphic alternation makes the most sense phonologically if one looks at an earlier stage of the language. Here are [five] striking examples: foot feetgoose geesetooth teethman menmouse mice In this list of words, the different vowels in the plural arose in Prehistoric English. At that time, the plurals had an /i/ ending. English also had a phonological rule (known by the German word umlaut) whereby vowels preceding an /i/ became closer to the /i/ in pronunciation. At a later date, the ending was lost. In terms of the phonology of Modern English, the current allomorphy is doubly senseless. First, there is no overt ending to explain the alternation in the stem. Second, even if there were, English has lost the umlaut rule. For example, we feel no pressure at all to turn Ann into xEnny when we add the suffix -y/i/.Thus one big source of English allomorphy is the phonology of English. When English loses the phonological rule, or when conditions in the word change so that the rule no longer applies, the alternation often remains in place, and from then on it is a rule of the morphology.(Keith Denning, Brett Kessler, and William R. Leben, English Vocabulary Elements, 2nd ed. O xford University Press, 2007) Alternation and Voice The grammatical category of voice affords speakers some flexibility in viewing thematic roles. Many languages allow an opposition between active voice and passive voice. We can compare for example the English sentences in 6.90 below: 6.90a. Billy groomed the horses.6.90b. The horses were groomed by Billy. In the active sentence 6.90a Billy, the agent, is the subject and the horses, the patient, is the object. The passive version 6.90b, however, has the patient as the subject and the agent occurring in a prepositional phrase ... This is a typical active-passive voice alternation: the passive sentence has a verb in a different form  the past participle with the auxiliary verb be--and it allows the speaker a different perspective on the situation described.(John I. Saeed, Semantics, 3rd ed. Wiley-Blackwell, 2009) Alternation and Predicative Constructions According to Langacker (1987: 218), predicative adjectives have a relational profile: they convey a quality, which functions as the landmark (lm) in the reduction, that is associated with the entity denoted by the subject of the utterance, which is the trajector (tr). Consequently, only elements with a relational profile can be used as predicates. Applied to the discussion of grounding elements, this entails that alternation with a predicative construction is only available for elements that express deictic meanings but profile the grounding relation, e.g. a known criminal - a criminal that is known, and not for grounding predications, which have a nominal profile. As shown in (5.28), comparative determiner units do not allow alternation with the predicative construction, which suggests them to have a nominal rather than a relational profile: (5.28)the same man ⇒ *a man that is the sameanother man ⇒ *a man that is anotherthe other man ⇒ *a man that is the other (Tine Breban, English Adjectives of Comparison: Lexical and Grammaticalized Uses. Walter de Gruyter, 2010)
Saturday, December 21, 2019
The Ethical Dilemmas Of The Pediatric Field Of Nursing
Nurses working in the pediatric field of nursing are faced with a wide variety of ethical dilemmas. There are many ethical dilemmas that can arise in the work field. Many individuals are having a tough time deciding to vaccinate their children; this in turn can leave society with a huge dilemma ethically. I am choosing to write about not vaccinating your child and why I feel this can be an ethical dilemma. Society today is faced with so many preventable illnesses that can simply be resolved by vaccinations. There are a number of individuals that chose not to vaccinate their children for a variety of reasons. We all want the best for our children and I understand their concern, however by choosing to opt out on routine vaccinations from birth to twelve years of age is not the safest option to take. The American Nurses Association (ANA) has developed principles for nurses to follow to provide a safe environment for all patients. 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Moral distress comes into play dramatically with specific nurses such as pediatric intensive care, neonatal intensive care, and intensive care unit. Many of the nurses have to deal with life-or-death situations on a daily basis working in those un its. Dealing with that dilemma daily makes it harder for this medical staff to go back to the hospital. All nurses deal with some kind of moral distress, but critical care nursesRead MoreImproving the Quality of Nursing Care Essay1986 Words  | 8 Pages The field of nursing has evolved over time and keeps changing every day. With the numerous changes comes improvement in the quality of care that nurses give on a daily basis. For example, nurses never used to wear gloves when performing a majority of their tasks such as administering injections or toileting patients. Over time, it was discovered that many patients carried diseases that were easily transferrable via body fluids or blood. As a result of the discovery, nurses began wearing gloves whenRead MoreHCA Organization Overview1498 Words  | 6 Pagesstructure of executives where the chief executive officer see’s to the various day-to-day operations of a specific hospital. Many times hospital chief executive offic ers share the responsibility with various other high ranking staff such as chief nursing officers, chief medical officers, chief information officers, chief financial officers and chief operating officers that department administrators report to. Department administrators are accountable for one type of functional service within a hospitalRead MoreEthical Dilemmas for Nurses on End of Life Issues5633 Words  | 23 PagesETHICAL DILEMMAS FACING NURSES ON END-OF-LIFE ISSUES BASED ON CONFERENCE PROCEEDINGS HELD IN ELDORET, KENYA Author: Kamau S. Macharia: BScN (Moi), MSc (studying) Nursing Leadership Health Care Systems Management (University of Colorado, Denver), Higher Dip. Critical Care Nursing (Nbi). Graduate Assistant, School of Nursing Biomedical Sciences, Kabianga University College (A Constituent College of Moi University), . P 0 Box 2030 20200 Kericho, Kenya Read MoreContextual Factors8375 Words  | 34 Pages36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 JOURNAL OF ADVANCED NURSING ORIGINAL RESEARCH An interpretative phenomenological study of Chinese mothers’ experiences of constant vigilance in caring for a hospitalized sick child Regina L.T. Lee Vicky W.K. Lau Accepted for publication 6 October 2012 Correspondence to R.L.T. Lee: e-mail: hsrlee@polyu.edu.hk Regina L.T. Lee PhD RN Assistant Professor School of Nursing, The Hong Kong Polytechnic University, Special Administrative Region
Friday, December 13, 2019
Informative Synthesis Environmentalism Free Essays
Creating a Sustainable Environment Every day our environment is ravaged by emissions, littered on by billions of people, and carelessly treated with unlimited sources. Environmentalists like Bill Mckibben, scholar at Middle berry College and author of the article â€Å"The Challenge to Environmentalism,†believe that â€Å"the relationship between people and the natural world has been largely taken for granted for most of human history†(500). Although environmentalism to some people mean driving less, establishing solar panels, recycling and more; Kate Zernike, reporter for the New York Times and author of â€Å"Green, Greener, Greenest,†informs us about college campus’s taking shortcuts in claiming they’re â€Å"environmentally friendly. We will write a custom essay sample on Informative Synthesis: Environmentalism or any similar topic only for you Order Now †There are environmentalists and deans attempting to make a difference in our environment, but Michael Pollan – a professor of science and environmental journalism at the University of California – asks the question, why bother with trying to cure climate change? Our Environment is an important aspect of human lives, and should be taken care of like our own children. Our concepts of environmentalism, the way we conduct ourselves in everyday life, and our battle with climate change and environmentalism economically are all factors of a hazardous home we will soon live in. Environmentalism is considered â€Å"a hollow concept,†argues Zernike, through the purchasing of offsets she believes it’s â€Å"the environmental equivalent of paying someone to eat broccoli so you can keep eating ice cream†(505). Offsets are credits sold by companies, specifically green companies to invest in planting trees or renewable energy. What Zernike means by this is it’s not ethically permissible to give someone money to help the environment while you personally continue to pollute it, especially when that money given to the company doesn’t always go towards funding the struggle for carbon neutrality. Pollan agrees with Zernike’s argument, the infinite cycle of repairing what we’re damaging, keeping us at a standstill for carbon neutrality and climate change for years to come. Pollan knows that â€Å"halfway around the world their lives my evil twin . . . who’s itching to replace every last pound of CO2 I’m trying not to emit†(509). Although Pollan doesn’t argue about offsets, he provides an example of double effect environmentally; that if walking to work increases your appetite and causes you to consume more meat or milk as a result, walking might actually emit more carbon than driving Mckibben on the other hand looks at the more general picture of environmentalism, how humans have had effected the environment we currently live within and around. Mckibben doesn’t disagree with Zernike and Pollan on environmentalism, he believes the relations we have with nature have been taken for granted. Mckibben doesn’t even call environmentalism in that name itself, instead personally renaming as the Global Warming Movement. Mckibben argues that people believe wildness is less important than community. Environmentalists today prioritize building windmills over protecting our wildlife from their blades. These small choices we make will be the difference in how our world will be perceived in the future. After taking into consideration of the billions of people on our planet, we come to realize how large of an impact the way we live has on our world. Our daily life too many environmentalists are considered a virus to earth as a whole. Mckibben argues that â€Å"we had a great effect on particular places around us [such as] our fields and forests†(500). Cutting down forests changes hydrological cycles, environmental patterns, and habitat patterns. Although deforestation is a priority to prevent, Zernike is focusing on changing the concepts of our lives to improve our environment. After claiming that going green is good for a college campus’s public image, Zernike tells us about the efforts students make in revolutionizing the way students learn, consume, and sleep. Although changes such as installing windmills, evolving trash bins to composts, and using biodegradable eating utensils are significant efforts to change the way we live, Michael Pollan argues that this all doesn’t matter. Pollan continues to assess his argument that attempting to cure climate change is irrational, he tells us that â€Å"the ‘big problem’ is nothing more or less than the sum total of countless everyday choices, most made by us, most made by desires, needs, and preferences†(510). Everyone making these innumerable amount of choices against our environment suddenly expects laws and money to take action to fix it, Pollan argues that â€Å"it is no less accurate to say that laws and money cannot do enough, it will also take profound changes in the way we live,†changes that cannot be made by legislation or technology (510). Our economy cannot support replacing our carbon footprint. Pollan argues that we look to our leaders and money to save us from the situation we’ve gotten ourselves into. Cheap energy, which Pollan argues made specialization possible, gave us climate change, The mentality of specialization is causing people to believe and wait for a new technology to emerge and solve our problem of climate change. Kate Zernike explains to us college campuses have begun hiring specialized sustainability coordinators to increase their green rating and environmental efficiency. Although sustainability coordinators have a â€Å"timetable for becoming carbon neutral . . . 12. 5 million was spent to make the buildings within the campus more efficient†(506). Bill Mckibben believes that â€Å"the economy can’t do the job anymore, in part because the excessive consumption is precisely what drives the environmental crisis we find ourselves in†(502). Mckibben also argues that the farmers market is the fastest growing part of the food economy in America, because it provides more economically sensible and healthy food. Whether environmentalists like Bill Mckibben think the concepts of the environmental movement should be changed to the global warming movement, revolutionizing our concepts of living and daily life by going green and making our buildings more efficient like Kate Zernike, and explaining to us how all these attempts to save the world from global warming doesn’t matter like Michael Pollan. In order to combat our problem with climate change we need the cooperation of the billions of people that inhabit our world. Works Cited Mckibben, Bill. â€Å"The Challenge to Environmentalism. † The Blair Reader: Exploring Issues and Ideas. 7th ed. New York City: Pearson Education, 2011. 500-02. Print. Pollan, Micheal. â€Å"Why Bother? † The Blair Reader: Exploring Issues and Ideas. 7th ed. New York City: Pearson Education, 2011. 508-14. Print. Zernike, Kate. â€Å"Green, Greener, Greenest. † The Blair Reader: Exploring Issues and Ideas. 7th ed. New York City: Pearson Education, 2011. 503-07. 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